STRATEGI KEPALA SEKOLAH DALAM MENINGKATKAN KUALITAS PEMBELAJARAN BERDIFERENSIASI MELALUI SUPERVISI AKADEMIK DI SDN SUMUR WELUT 3 440 SURABAYA

THE PRINCIPALS STRATEGY IN IMPROVING QUALITY DIFFERENTIATED INSTRUCTION THROUGH ACADEMIC SUPERVISION AT SDN SUMUR WELUT 3440 SURABAYA

Pembelajaran berdiferensiasi pelaksanaanya untuk membangkitkan motivasi dan hasil belajar yang berfokus pada siswa. Namun kesuksesan implementasi diferensiasi dapat dikatakan optimal, namun terdapat permasalahan yang dirasakan yaitu 1 rendahnya motivasi belajar siswa, 2 adanya learning loos, keadaan yang mengakibatkan siswa mengalami kemunduran dalam hal prestasi belajar, 3 implementasi pembelajaran berdiferensiasi juga memberikan tantangan bagi guru pendidik dalam mengimplementasikannya. Dengan ini proses pembelajaran masih menjadi kendala terutama bagi guru dalam melaksanakannya, oleh karena itu perlu kepemimpinan kepala sekolah dengan kompetensi manajerial dan supervisi akademik dalam memberikan bantuan professional untuk membimbing gurunya. Dengan ini melalui strategi yang diambil oleh kepala sekolah sebisa mungkin dapat memberikan dampak kesuksesan dalam mengimplementasikan pembelajaran berdiferensiasi sekaligus meningkatkan kualitas pembelajaran berdiferensiasi.

Tujuan dari penelitian ini adalah untuk mengkaji secara mendalam terkait strategi strategi kepala sekolah melaksanakan supervisi akademik pada pembelajaran berdiferensiasi, mengkaji secara mendalam terkait strategi kepala sekolah dalam meningkatkan kualitas pembelajaran berdiferensiasi, dan mengkaji secara mendalam terkait dampak dari strategi kepala sekolah dalam peningkatan kualitas pembelajaran berdiferensiasi di SDN Sumur Welut 3 440 Surabaya. Dalam rangka mencapai tujuan penelitian tersebut peneliti menggunakan metode kualitatif dengan pendekatan fenomenologi. Teknik pengumpulan data yang peneliti gunakan yaitu observasi, wawancara, dan dokumentasi dengan informan yakni kepala sekolah, guru kelas 1, dan guru kelas 4. Teknik analisis data yang peneliti gunakan adalah teknik analisis data milik Miles dan Huberman yang terdiri dari empat tahapan, yaitu Kondensasi, pengumpulan data, penyajian data, dan penarikan kesimpulan.

                Kesimpulan dari penelitian ini, yaitu 1 Strategi kepala sekolah melaksanakan supervisi akademik perencanaan kepala sekolah membuat program supervisi berupa sosialisasi, setelah itu penyusunan dan pengkonfirmasian perangkat pembelajaran. Pelaksanaan disesuaikan dengan perangkat pembelajaran yang telah disusun di tahap perencanaan selanjutnya pengamatan pelaksanaan pembelajaran guru dan penilaian sesuai instrumen observasi. Evaluasi pemberian pertanyaan evaluasi kepada guru setelah pembelajaran dan tindak lanjut diberikan berupa pelaksanaan forum rapat mengenai evaluasi supervisi akademik, atau diklat dan workshop menyesuaikan kebutuhan. 2 Strategi kepala sekolah dalam meningkatkan kualitas pembelajaran berdiferensiasi, diferensiasi konten kepala sekolah menganalisis kesiapan siswa, guru, konten materi pembelajaran berupa RPP Modul ajar disesuaikan dengan tujuan pembelajaran dan CP capaian pembelajaran. Tahap diferensiasi proses guru harus menguasai dan memahami betul mengenai konten materi yang akan diberikan kepada siswanya. Tahap diferensiasi produk kepala sekolah melakukan pengembangan pada produk hasil karya siswa sebisa mungkin sekolah akan memfasilitasi agar proyek siswa bisa terlaksana sebagaimana mestinya. 3 Dampak dari strategi kepala sekolah dalam peningkatan kualitas pembelajaran berdiferensiasi, dampak positif keberhasilan siswa siswa merasa senang dengan pembelajaran di kelas karena mampu memahami materi serta hasil belajar asesmen siswa baik, dampak negatif kekurangan kegagalan, guru masih mendapatkan tantangan dalam melayani pembelajaran dan pada siswa yang masih belum memahami mengenai materi pembelajaran guru mengupayakan tindak lanjut berupa pembimbingan secara intens kepada siswa tersebut.

Kata kunci : Dampak Strategi Kepala Sekolah, Pembelajaran Berdiferensiasi, Strategi Kepala Sekolah, Supervisi Akademik. 

Differentiated learning is implemented to generate motivation and learning outcomes that focus on students. However, the successful implementation of differentiation can be said to be optimal, but there are problems that are felt, namely 1 low student learning motivation, 2 there is learning loss, a condition that causes students to experience setbacks in terms of learning achievement, 3 implementation of differentiated learning also poses a challenge to teacher educator in implementing it. With this the learning process is still an obstacle, especially for teachers in carrying it out, therefore it is necessary to have the leadership of school principals with managerial competence and academic supervision in providing professional assistance to guide their teachers. With this, the strategy taken by the principal as much as possible can have an impact on success in implementing differentiated learning while improving the quality of differentiated learning.

The independent curriculum is implemented to generate motivation and learning outcomes that focus on students. With this the success of the implementation of the independent curriculum can indeed be said to be more optimal, but there are still gaps, namely 1 low student learning motivation, 2 there is learning loss, a situation that causes students to experience setbacks in terms of learning achievement, 3 the implementation of differentiated learning is also provide challenges for teachers  educators in implementing it. The school principal is given authority in planning, organizing, implementing and controlling in school institutions. With this, through the strategy taken by the principal as a principal in an educational institution, as much as possible to have the maximum impact on success.

The purpose of this study is to examine in depth the strategies of school principals carrying out academic supervision on differentiated learning, examine in depth the strategies of school principals in improving the quality of differentiated learning, and examine in depth the impact of school principals strategies in improving the quality of differentiated learning in SDN Sumur Welut 3 440 Surabaya. In order to achieve the research objectives, researchers used qualitative methods with a phenomenological approach. The data collection techniques that the researchers used were observation, interviews, and documentation with informants namely school principals, grade 1 teachers, and grade 4 teachers. The data analysis technique that researchers used was Miles and Hubermans data analysis technique which consisted of four stages, namely Condensation , data collection, data presentation, and drawing conclusions.

The conclusions from this research are 1 the principals strategy for carrying out academic supervision planning for the principal is to create a supervision program in the form of outreach, after which preparation and confirmation of learning tools. The implementation is adjusted to the learning tools that have been prepared in the planning stage, then the observation of the implementation of teacher learning and assessment according to the observation instrument. Evaluation of giving evaluation questions to teachers after learning and follow up is given in the form of implementing meeting forums regarding evaluation of academic supervision, or training and workshops according to needs. 2 The school principals strategy in improving the quality of learning is differentiated, the principals content differentiation analyzes the readiness of students and teachers, the content of learning materials in the form of RPP teaching modules is adjusted to the learning objectives and CP learning achievements. In the differentiation stage of the process, the teacher must really master and understand the content of the material that will be given to his students. The product differentiation stage of the school principal develops products made by students as much as possible so that the school will facilitate student projects so that they can be carried out as they should. 3 The impact of the principals strategy on improving the quality of learning is differentiated, the positive impact success on students is that students feel happy with learning in class because they are able to understand the material and the learning outcomes student assessments are good, negative impacts lack failure, teachers still face challenges in serving learning and for students who still do not understand about the learning material the teacher seeks follow up in the form of intense guidance to these students.

Keywords: Academic Supervision, Differentiated Instruction, Impact of Principals Strategy, Principals Strategy